Chapter 9: Indigenous Methods in Qualitative Educational Research
Russell Bishop One of the challenges for Māori researchers . . . has been to retrieve some space – first; some space to convince Māori people of the value of research for Māori; second, to convince the various, fragmented research communities of the need for greater Māori involvement in research; and third, to develop approaches and ways of carrying out research which take into account, without being limited by, the legacies of previous research and the parameters of both previous and current approaches. What is now referred to as . . . Kaupapa Māori research is an attempt to retrieve that space and to achieve those general aims. (L. Smith, 1999, p. 183) INTRODUCTION This chapter is a retrospective account of how I developed a means of conducting interviews in such a way that the meanings that young Māori (the indigenous peoples of New Zealand) people constructed about their schooling experiences were able to be brought to a wider audience, including their teachers. This chapter is based on work that I undertook in the mid-1990s when investigating what constituted kaupapa Māori research methods that would address Māori and other indigenous and minoritized1 people’s concerns about research into their lives (Bishop, 1996, 2005). During this research I expanded on a process of narrative analysis termed ‘collaborative storying’ that we subsequently used to develop narratives of Māori student experiences (Bishop and Berryman, 2006). This approach is very similar to that termed testimonio (Pérez Huber, Chapter 27, this volume) in...
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